Improving Students’ Reading

Comprehension by Using WebQuest

Inayati Fitriyah Asrimawati 18716251024

Bernadeta Ajeng.S.P. 18716251027
Sri Astuti 18716251034
 Table of Problem
1
1
Identifications

21 Cycle 1

31 Vignettes

OUTLINE
A table of successful and
41 unsuccessful plans

51 Implication

6 Cycle 2
 Literature Review
N Research Title Researcher(s) Year findigs
o
1 WebQuests in EFL Zeynep Kocoglu 2010 The use of WebQuest in EFL reading instruction
reading/writing improved reading comprehension; therefore,
classroom integrating WebQuest into reading curriculum
increases reading comprehension and vocabulary
acquisition.
2 The Effects of Yousif A. 2012 The use of WebQuest in EFL reading instruction
Usig WebQuests Alshumaimeri significantly improved students’ reading
on reading and Meshail comprehension performance; therefore, integrating
Comprehension M.Almasri WebQuest into reading class increases reading
Performace of comprehension, vocabulary acquisition, and motivate
Saudi EFL the students to lean by providing different learning
Students resources.
3 Web Quests: For B Dodge 1995 Web Quest is utilized since it is as one of the most-
Internet-based update computer applications for the following
learning reasons: It enhance critical thinking; it improves
students’ motivation to learn; it increases chances for
collaboration to complete the given task; it has
authentic situations and opportunities for role-play; it
is a student-centered and project-based approach to
teaching and learning and it enables students to
receive input in the form of reading information and
generate output in the form of essays and
summaries.
 Problem Identification

Identified Problem Source

The students have low motivation in reading Teacher
activity because of lack vocabulary. Student
The lack of students’ willingness and Teacher
attitude towards learning English.
The activities are monotonous since Teacher
sometimes the learning activity is still Student
teacher centered.
Identified Problem Targetted Solution
Problems
• The students have low Reading Using
motivation in reading Comprehensi WebQuest to
activity because of lack on improve the
vocabulary. students’
• The lack of students’ reading
willingness and attitude comprehension
towards learning
English.
• The activities are
monotonous since
sometimes the learning
activity is still teacher
centered.
 Plans for cycle 1 and cycle 2

This research
followed the steps of
action research
proposed by Kemmis
and McTaggart (1988)
in Burns (2010: 8) as
presented on the
Figure 1 beside
 Cycle 1

1. Planning
• Preparing material
• Making lesson plan
• Preparing sheets for classroom observation
• Preparing pre-test and post-test items.
• Preparing the Web Quest
2. Action
• Giving pre test
• Implementing the WebQuest
• Giving occasion to the students to ask any difficulties in using WebQuest
3. Observe
• The teacher collaborates with the researcher observe what will happen during
the implementation of WebQuest in the language laboratory and the class.
4. Reflection
• After implementing WebQuest and the Post Test, the researchers make a
reflection based on observations and result of the Post test.
Vignette in the 1st Meeting
• The teacher gives reading materials by using webquest.
• The teacher asks the SS to open the webquest in the
computer.
• The teacher explains the structure, language feature,
and purpose of description text.
• The teacher asks the students to read the example of
descriptive text.
• The teacher asks the students to mention the difficult
vocabulary
• The teacher asks the SS to play video in the webquest to
make them more understand.
Vignette in the 2nd Meeting
• The teacher reviewed the previous learning materials
about describing people.
• The teacher asked the students to open the WebQuest
by using the computers provided in the language
laboratory.
• In the first activity, the teacher asked the students to
open the webpage which is about descriptive text.
• The teacher asked some students to read aloud and if
there some mispronunciation, the teacher will correct it.
• After reading the text, the teacher asked the student to
identify the generic structure of the text
• In the second activity, the teacher asked the students to
do the reading exercise about describing people.
Vignette in the 3rd Meeting
• The teacher continues and finishes activities and reading
exercise in the webquest.
• The teacher gives the handout about describing personal
characteristic.
• The teacher asks the SS to do some vocabulary
exercises related to personal characteristic in describing
a person.
• The teacher gives Pop Quiz.
 The table of successful and unsuccessful
plans
No Successful Unsuccessful
1. The SS feel motivated to learn. Some SS try to open
others file in the
computer.
2. The SS more focus to learn in the learning
process.
3. The SS can learn about the topic easily.
4. The SS get to use the technology. Some students still
get confused how to
operate the web
quest.
5. The SS can access and review the
material at home.
 Cycle II
1. Planning
• Preparing material
• Making lesson plan
• Preparing sheets for classroom observation
• Preparing post-test items.
• Preparing the Web Quest
2. Action
• Implementing the WebQuest
• Giving occasion to the students to ask any difficulties in using
WebQuest
3. Observe
• The teacher collaborates with the researcher observe what will
happen during the implementation of WebQuest in the language
laboratory and the class.
4. Reflection
• After implementing WebQuest and the Post Test, the researchers
make a reflection based on observation and result of the Post test.
Vignette in the 1st Meeting
• The teacher asked the students who has a pet and asked
them to describe it.
• In the first activity, the teacher asked the students to
watch a video of describing animal and list the unfamiliar
words into their notebooks.
• Then, the teacher asked the students to read a text with
different titles. For male students, they are asked to read
“The African Elephant” and the female students to read
“The African Lion”.
• The students also asked to identify the generic structure
and list the difficult or unknown words and find the
meaning of the words.
• Vignette in the 2nd Meeting
• The teacher asked the students to open the WebQuest
by using their mobile phone.
• The teacher showed an example of describing animal
text.
• The teacher asked the students to identify the generic
structure and list the unfamiliar words and discussed it
together.
• The teacher reviewed the materials.
 The table of successful and unsuccessful
plans
No Successful Unsuccessful
1. The SS feel motivated to learn. Some SS try to open
others file in the
computer.
2. The SS more focus to learn in the learning
process.
3. The SS can learn about the topic easily.
4. The SS accustomed to use the
technology.
5. The SS can access and review the
material at home.
6 The students reading comprehension and
vocabulary acquisition are improved